A series of programs in Claiborne County, Mississippi, designed to improve interpersonal relations and preschool and first-grade reading instruction was evaluated. Part of a plan designed to aid majority Negro rural isolated school districts, these programs consisted of (1) inservice training for teachers, (2) a preschool readiness program using the Readimobile unit, (3) the utilization of Open Court Correlated Language Arts Program for reading improvement, and (4) the Ojemann Program teaching human behavior understanding. Data were collected on these programs and treated by various statistical methods. Major results of the analysis revealed that (1) there was a significant increase in 1968-69 preschool readiness scores when compared to 1967-68 scores, (2) participants of the Readimobile program scored at a significantly higher level on readiness tests than did Headstart participants, (3) the reading achievement of first graders did not increase significantly, (4) the relationships between readiness scores and first-grade achievement scores was significantly higher in 1968-69 than in previous years, (5) students showed a significant increase in the application of the causal approach to human behavior, and (6) teachers rated "parental support" as their most pressing problem and "motivation to learn" as their least pressing concern. Appendixes and tables are included. (VJ)